Ability to use technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including, but not limited to, spreadsheets, web page development, digital video, the Internet, and email. 1. I created several assessment tools [rubrics] for the lessons that I taught as a means of tracking student progress, maintaining management, and communicating growth and weaknesses to students and parents. The first rubric that I created was for lesson #1 and lesson #2, and the tool is titled “Formative Assessment.” This tool is basically a check-for-understanding tool, and I call it a 3-2-1 Check. As I teach students new skills, especially as I help them integrate technology into their learning, I need to be sure all their questions are answer and that the know how to execute what is being asked of them from beginning to end. I gave students this sheet during pauses in the lesson, and asked them to report to me their level of understanding. After I know the questions that students have regarding a particular product or designing a particular product, I can show the class as a while to clarify student learning. The "Summative Assessment" is the tool that I used as a way to evaluate students' technology products. It explains how I will grade the students work, and it breaks down all of the expectations that I have for students in my classroom. To view these documents, look below:
2. The next assessment that I created was the “Group Assessment” rubric. This rubric was developed for my first lesson when students were working in groups to make their glogster online posters. Each student had their own product, but they all worked together and helped each other as each person was completing their poster on the same glogster account. Students were able to see the particular behaviors that they needed to model in class as a way to understand what was expected of them and as a reporting process. This rubric was probably one of the most helpful because students new what acceptable group behavior and unacceptable group behavior looked like before beginning their projects. To view this document, look below:
3. In addition, as I was instructing students through the processes of creating their glogster and animoto, I developed my own samples and used those samples as tools for instruction. Below are the attachments of all of the assessments and the samples. In addition, in my first lesson, I created a PowerPoint that led students through a process of understanding what a personal narrative is as well as helped them brainstorm in their pre-writing activities. To view these documents, look below:
4. Moreover, I did not include this in my lesson, but as a pre-step to the lesson, so to speak, I had students create their own gmail account, send at least three emails, and personalize their layout to parallel with their own personal style. They continuously use this as they email me all of their assignments to this day.
5. I also created a concept map for my students online that I included in my first lesson, which allowed me to breakdown the prewriting process for them in a visual way. This map is below:
Reflection: After teaching these lessons using technology-based tools and evaluating students' work on their own technology products, I have to say that objectives were definitely met and student-learning took place. The students, because I was very explicit throughout the lesson and let them know what was expected of them, were prepared, on task, and ready to complete their products during their independent work-time. The students could effectively and proficiently use technology in a way that fostered their learning.
Objective 7
Ability to use technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including, but not limited to, spreadsheets, web page development, digital video, the Internet, and email.
1. I created several assessment tools [rubrics] for the lessons that I taught as a means of tracking student progress, maintaining management, and communicating growth and weaknesses to students and parents. The first rubric that I created was for lesson #1 and lesson #2, and the tool is titled “Formative Assessment.” This tool is basically a check-for-understanding tool, and I call it a 3-2-1 Check. As I teach students new skills, especially as I help them integrate technology into their learning, I need to be sure all their questions are answer and that the know how to execute what is being asked of them from beginning to end. I gave students this sheet during pauses in the lesson, and asked them to report to me their level of understanding. After I know the questions that students have regarding a particular product or designing a particular product, I can show the class as a while to clarify student learning. The "Summative Assessment" is the tool that I used as a way to evaluate students' technology products. It explains how I will grade the students work, and it breaks down all of the expectations that I have for students in my classroom. To view these documents, look below:
2. The next assessment that I created was the “Group Assessment” rubric. This rubric was developed for my first lesson when students were working in groups to make their glogster online posters. Each student had their own product, but they all worked together and helped each other as each person was completing their poster on the same glogster account. Students were able to see the particular behaviors that they needed to model in class as a way to understand what was expected of them and as a reporting process. This rubric was probably one of the most helpful because students new what acceptable group behavior and unacceptable group behavior looked like before beginning their projects. To view this document, look below:
3. In addition, as I was instructing students through the processes of creating their glogster and animoto, I developed my own samples and used those samples as tools for instruction. Below are the attachments of all of the assessments and the samples. In addition, in my first lesson, I created a PowerPoint that led students through a process of understanding what a personal narrative is as well as helped them brainstorm in their pre-writing activities. To view these documents, look below:
Link to my animoto video I used for instructional purposes is below:
http://animoto.com/play/0CXg10kxBkQz1fUEw0K5gQ
Link to my glogster [online poster] that I used for instructional purposes is below:
http://cornettl.edu.glogster.com/personal-narrative-online-poster-assignment-sample
4. Moreover, I did not include this in my lesson, but as a pre-step to the lesson, so to speak, I had students create their own gmail account, send at least three emails, and personalize their layout to parallel with their own personal style. They continuously use this as they email me all of their assignments to this day.
5. I also created a concept map for my students online that I included in my first lesson, which allowed me to breakdown the prewriting process for them in a visual way. This map is below:
Reflection:
After teaching these lessons using technology-based tools and evaluating students' work on their own technology products, I have to say that objectives were definitely met and student-learning took place. The students, because I was very explicit throughout the lesson and let them know what was expected of them, were prepared, on task, and ready to complete their products during their independent work-time. The students could effectively and proficiently use technology in a way that fostered their learning.